Mapping data resources to requested objectives

ABSTRACT

Systems, device configurations, and processes for a server to receive, from a user interface (UI) on a client, a request to generate a list from a selection of: an objective, vocabulary item, and/or grammar point mapped to a range of competency scores, and an audience. The server then selects data records storing data for the objective, vocabulary item or grammar point. The server then renders, for transmission and display on the client, a user interface control including a list of data for the objective, grammar point, and/or vocabulary item.

BACKGROUND

The present invention relates to providing users with data resources forpreparing lesson plans, and specifically relates to indexing and mappinglearning objectives, grammar learning, and vocabulary resources within adata store to respond to a user search for such resources.

SUMMARY

According to an embodiment of the present invention, a server computer,or any other computing device, may be communicatively coupled to anetwork. The server computer may include, or be coupled to, a memory.One or more processors may execute one or more software instructionsstored within the memory. The software instructions may include methodsteps for the processes in the disclosed embodiments. For example, theinstructions may cause the server computer to: receive, from a userinterface (UI) displayed on a client computer coupled to the network: anobjective, vocabulary item, or grammar point; a selection of a range ofcompetency scores; an audience for the objective, vocabulary item orgrammar point; and a request to generate a list within the selectedrange and appropriate for the audience, of the objective, the vocabularyitem, or the grammar point.

The server may then execute a remote procedure call (RPC), within anapplication programming interface (API) associated with the clientapplication, mapping the request to a database coupled to the network,and further selecting, from the database, data records storing data forthe objective, vocabulary item, or grammar point.

The server computer may then render a UI control for display on the UI,including list items including the requested objective, vocabulary item,or grammar point. The server computer may then transmit the UI controlto the client computer for display on the UI.

BRIEF DESCRIPTION OF THE DRAWINGS

The detailed description is set forth with reference to the accompanyingdrawings. The use of the same reference numbers in different figuresindicates similar or identical items or features. Various embodiments inaccordance with the present disclosure will be described with referenceto the drawings, in which:

FIG. 1 is a diagram of an example system configured to provide mappedand indexed resources to a resource system, in accordance with thepresent disclosure;

FIG. 2 is a more detailed diagram of an example system configured toprovide mapped and indexed resources to a resource system, in accordancewith the present disclosure;

FIG. 3 is a flow diagram including method steps executed within anexample system configured to provide mapped and indexed resources to aresource system, in accordance with the present disclosure;

FIG. 4 is a non-limiting example user interface within an example systemconfigured to provide mapped and indexed resources to a resource system,in accordance with the present disclosure;

FIG. 5 is a non-limiting example user interface within an example systemconfigured to provide mapped and indexed resources to a resource system,in accordance with the present disclosure;

FIG. 6 is a non-limiting example user interface within an example systemconfigured to provide mapped and indexed resources to a resource system,in accordance with the present disclosure;

DETAILED DESCRIPTION

The disclosed embodiments include a Global Scale of English (GSE)Teacher Toolkit which provides access to multiple resources. Asnon-limiting examples, these resources may include GSE learningobjectives, vocabulary, grammar, or other any resources to help userssuch as teachers plan lessons at an appropriate level for the user'sstudents.

In the example embodiments described in detail herein, the systems andmethods may apply the GSE scoring methodology. The GSE is astandardized, granular scale from 10 to 90, which measures Englishlanguage proficiency in each of four functional skills: listening,reading, speaking and writing. The GSE is also used within the disclosedembodiments to indicate proficiency levels and enable skills for grammarand vocabulary. The GSE is psychometrically aligned with the CommonEuropean Framework of Reference (CEFR). Unlike other frameworks, whichdescribe attainment in wide bands, the GSE identifies what a learner cando in a more granular way at each point (i.e., integer value) on thescale. It is therefore possible to much more precisely show whether alearner—or a learning objective, as described below—is situated towardthe top or bottom, or somewhere in the middle, of a comparativelywide-banded level (e.g., the six wide levels of the CEFR).

The CEFR and the GSE each include a framework of learning objectiveswith which the scores on the scale are associated. The CEFR and GSEmodels describe the development of proficiency as quantitative (i.e.,how many tasks someone can perform) and qualitative (i.e., how well theyperform them). Hence, the quantitative dimension is expressed in termsof communicative activities, while the qualitative dimension isexpressed in terms of communicative competencies. The CEFR and GSE alsomodel and scale communicative strategies, viewed as the link betweencommunicative competencies and communicative activities. According to auser's knowledge and abilities, he or she will employ differentstrategies when performing a given activity. Each CEFR and GSE learningobjective are described in terms of the competency they test, and areassociated with one of the six levels of the scale.

The GSE framework extends, and fills gaps in, the framework of the CEFRand modifies the way in which the learning objectives are presented.Much like the CEFR learning objectives, descriptors for GSE learningobjectives relate to functional activities (i.e., specific languagetasks) in addition to competencies. In particular, the descriptors aretypically composed of three consecutive elements: performance,describing the language function itself (e.g., “Can answer the telephone[in English]”); criteria, describing the intrinsic quality of theperformance, typically in terms of the range of language used (e.g.,“using a limited range of basic vocabulary”); and conditions, describingany extrinsic constraints on the performance (e.g., “with visualsupport,” or “if spoken slowly and clearly”). In order to create a setof learning objectives that can support a more granular scale ofmeasurement, the same task frequently occurs at multiple levels ofquality; the quality indicators are included in the learning objectiveitself (i.e., via the criteria). Sociolinguistic and pragmaticcompetencies are also included in the wording of the learning objectivesthemselves, rather than being presented as a separate set.

In the GSE, each integer value, or “score,” on the scale is associatedwith one or more learning objectives in each of the four functionalskills. Each integer value/score on the scale is also associated withgrammar and vocabulary. Someone who is at a particular point on the GSEpossesses a 50% probability of being able to perform the learningobjectives at that level. The probability is higher for those learningobjectives at a lower level, and the probability is lower for thoselearning objectives at a higher level. That said, language learning isnot necessarily sequential, and a learner might be strong in one area,where he has had a lot of practice or a particular need or motivation,but quite weak in another. For that reason, to say that a learner is‘at’ a certain level on the Global Scale of English does not mean he hasnecessarily mastered every GSE learning objective for every skill up tothat point. Neither does it mean that he has failed to master anylearning objective at a higher GSE score. If an individual is assessedas being at 61 on the scale, it means s/he has a 50% probability ofbeing able to perform learning objectives at that level, a greaterprobability of being able to perform learning objectives at a lowerlevel, and a lower probability of being able to perform learningobjectives at a higher level.

The disclosed embodiments contain, as non-limiting examples: a pluralityof GSE learning objectives searchable by audience (e.g., learner type),skill, keywords, and/or GSE/CEFR level; a plurality of GSE grammarobjectives, searchable by audience, grammatical category, structure,keywords, and/or CEFR/GSE level; and a plurality of vocabulary itemmeanings (including multiple meanings for single words and/or phrases),definitions, families, and collocations, searchable by audience, topic,grammatical category, keyword, and/or CEFR/GSE level.

The disclosed embodiments, therefore, may assist a user in: planning, atan appropriate level for their students, a curriculum and course;planning lessons; creating assessments and learning materials, byunderstanding what the user's students should be learning at eachCEFR/GSE level; aligning the user's existing materials to the GSElearning objectives; creating admin reports; and giving feedback tostudents and parents

To plan the curriculum, course, lessons, learning materials,assessments, etc., a user of the disclosed system (e.g., a teacher, anadministrator) may search a corpus of learning objectives, grammar, orvocabulary available to the user in the disclosed data store, to createlesson plans appropriate for the user's audience (e.g., the teacher'sstudents).

The corpus of data objects may be generated and aggregated, and the datawithin the data store populated, from any combination of administrators,such as system administrators, consulting with subject matter experts,such as ELT authors, language experts, lexicographers, linguists, or anyother subject matter experts for the requested learning objectives,vocabulary, grammar, lesson plan materials, or any other requested data.

The subject matter experts may be consulted by administrators who inputthe data used to generate structured data files (e.g., extensible markuplanguage, or XML files, JavaScript Object Notation, or JSON objects,comma delimited text files, etc.) that include the content to be storedwithin the corpus of data. The stored content (e.g., data object name,resource such as a PDF file, audience, learning level, subject, skill,etc.) may be separated into tags and annotations defining the data to beadded to the corpus of data. Once received from the systemadministrators, or automatically generated by the server following dataextraction from a web crawl (described below), the server may transmiteach of the generated structured data files to a subject matter expertor experts separate from the subject matter expert that consulted in thegeneration of the structured data file (e.g., the server transmits anXML file, generated by a system administrator after consulting with alexicographer, to a teacher who will be using the data), in order toclarify the data. The second-level subject matter expert(s) may thentransmit the structured data file to the server. The server may receivethe submitted structured data file and automatically import the data inthe tags/annotations within the received file into one or more datarecords, data tables, and/or databases within the data store.

As more and more data objects are received, the collection of documentswithin the corpus of data objects, such as learning objectives, grammar,vocabulary, or other lesson plan materials, may become extensive,requiring the user to traverse the entire collection of availabledocuments to generate the desired lesson plans. To simplify usability,the disclosed system allows the user to execute a search filtering theresults, rather than having to traverse the entire collection. Thedisclosed embodiments therefore include a server computer configured togenerate a user interface (UI), such as the non-limiting exampleembodiments seen in FIGS. 4-6, including one or more UI controlsallowing the user to filter the learning objective, vocabulary, and/orgrammar documents returned from a search of the data object corpus. Theresults of such a search inform users about appropriate teachingobjectives, at a particular learning level, for a specific audience,topic, skill, keyword/phrase, learning objective, vocabulary item,grammar point, etc.

For example, as seen in FIG. 4, the user may select a tab or link tosearch the corpus for learning objectives, and may select a range withinthe GSE/CEFR scoring level representing a learning level at which theuser would like to teach, possibly by adjusting sliders to specify therange of GSE/CEFR scoring levels. The user may also specify the audienceto which the learning objectives should be directed (e.g., adults, younglearners, professional English learners, academic English learners,etc.) by selecting the intended audience from a drop down menu. The usermay also select a skill to be taught (e.g., listening, speaking,reading, writing etc.), possibly selecting the skill from a dropdownmenu. The user may also specify keywords the user specifically wantssearched within the corpus of learning objectives (e.g., email),possibly using a textbox or text area as seen in FIG. 4.

As seen in FIG. 5, the server may generate a UI, available to the userfrom a website tab or link, allowing a user to search one or morevocabulary data objects within the corpus and/or within one or morevocabulary inventories incorporated from one or more dictionarydatabases (e.g., a Longman Dictionary database) to teach students thedefinition, usage, associated topics, grammar points, and/orcollocations associated with the criteria provided by the user using theUI. As with the learning objectives search UI, the user may select orinput: a range within the GSE/CEFR scoring level representing a learninglevel at which the user would like to teach; the audience to which thelearning objectives should be directed; and/or keywords the userspecifically wants searched within the corpus of vocabulary terms orphrases. Additionally, as seen in FIG. 5, the user may also select agrammatical category for the vocabulary item, possibly using amulti-level dropdown menu, and a topic associated with the vocabularyitem or phrase, possibly using a textbox or text area.

As seen in FIG. 6, the server may generate a UI, available to the userfrom a website tab or link, allowing a user to search one or moregrammar data objects within the corpus to teach students the applicationof grammatical points associated with the criteria provided by the userusing the UI. As with the learning objectives and vocabulary search UIs,the user may select or input: a range within the GSE/CEFR scoring levelrepresenting a learning level at which the user would like to teach; theaudience to which the learning objectives should be directed; keywordsthe user specifically wants searched within the corpus of grammarpoints; and/or a grammatical category and/or subcategory.

As seen in the example embodiments shown in FIGS. 4-6, in addition tosearching a corpus of learning objectives, the user may also selectlinks or tabs to filter the search of the corpus for vocabulary itemsand/or grammar references. In embodiments such as those seen in FIGS.4-6, the software to execute these searches may be a singlesoftware/website where additional functionality is available throughadditional links or tabs. In other embodiments, each search may be aseparate software module available and executing exclusively from theothers. In some embodiments, the corpus of learning objectives, grammarpoints, and/or vocabulary items may be indexed and mapped in such a waythat a user may be presented, for example, with a learning objectivethat includes relationships with grammar points or vocabulary reflectingthe search criteria selected by the user.

On selecting the search UI controller, the client computer submits thesearch criteria to a server computer. The server computer receives therequest, and executes an API call to services located on a separate APIhost, which executes a database query to identify all educationresources (e.g., learning objectives, vocabulary items, and/or grammarpoints) reflecting the search criteria submitted by the user (GSE score,audience, topic, skill, grammar, keywords), and receives a list ofresults returned from the API, to be displayed on the UI as searchresults, allowing the user to download the materials needed for lessonplans appropriate to the audience's language skill level. The serverthen transmits the list to the user's client for display on the UI,where the user may download the materials needed for their lesson plans.

In some embodiments, the search is submitted directly to the API as aremote procedure call (RPC) to execute a web service. Each of the webservices executed by the API may include customized softwareinstructions generated in such a way as to define the web service'sresponse to the RPC. For example, each RPC may include an identificationof the client software application making the request, and the API mayroute the request according to the customized software instructions forthat client software application.

This may include querying a mapping database to determine the databaseor software resources necessary to complete the request. For example, anRPC from the learning objectives tab in the Teacher Toolkit may causethe API to trigger customized software instructions to query the mappingdatabase to determine the database or software resources required tocomplete the request. The mapping database may indicate that each of thelearning objectives reference one or more vocabulary or grammar datarecords, that the learning objective, vocabulary, and/or grammar datarecords reference a GSE/CEFR scale score, that the vocabulary recordreferences one or more dictionary terms in the GSE vocabulary database,and that one or more of these dictionary terms also reference theGSE/CEFR scale score. The API/web service may then access the databaseor software resources mapped to the request in the mapping database inorder to compare the search criteria with the parameters in the storedresources, and generate the results to the request in the form of a listof resources available to the teacher for their lesson plans. Inaddition, these resources may be combined to continue to expand in bothtypes of GSE related resources available and the sheer volume of datathere. The server may then transmit the search results to the userwithin the UI on the user's client computer.

The teacher may print off a list from the search. The teacher may alsoexport the search results using an export button, which may create a PDFof the results. In some embodiments, the printed results include a QRcode, which the user may email or otherwise transmit to other users torecreate the filtered search without having to recreate all of theselection criteria on the UI.

Referring to FIGS. 1-2, a computing system 100 in accordance with thepresent disclosure includes a primary-executing computing device, suchas a server 102 having one or more processors that execute device logicwithin the processor or contained in memory of the server 102. Theserver 102 may be a server computer or a system of interconnected servercomputers, such as a web server, application server, applicationplatform, virtual server, cloud data server, and the like, a personalcomputer, laptop computer, tablet computer, e-reader, smartphone,personal data assistant, set-top box, digital media player,microconsole, home automation system, or similar computing device havinga central processing unit (CPU), microprocessor, or other suitableprocessor. It should be understood that there could be severalcooperating servers 102 of homogenous or varying types, layers or otherelements, processes or components, which may be chained or otherwiseconfigured, which can interact to perform tasks such as obtaining datafrom an appropriate data store that is accessible locally to thecooperating server 102 or remotely over the network. The server 102 caninclude any appropriate hardware, software and firmware for integratingwith the data store as needed to execute aspects of one or moreapplications for the client device, handling some or all of the dataaccess and business logic for an application. The server 102 may provideaccess control services and is able to generate content including text,graphics, audio, video and/or other content usable to be provided to theuser, which may be served to requesting devices 104, 106 in any suitableformat, including Hypertext Markup Language (HTML), Extensible MarkupLanguage (“XML”), JavaScript (including JavaScript Object Notation(“JSON”)), Cascading Style Sheets (CSS), or another appropriateclient-side structured language. Content transferred to a requestingdevice 104, 106 may be processed by the requesting device 104, 106 toprovide the content in one or more forms including forms that areperceptible to the user audibly, visually and/or through other sensesincluding touch, taste, and/or smell.

The handling of all requests and responses, as well as the delivery ofcontent between a requesting device 104 and the server 102, can behandled by the server 102, such as a web server using an appropriateserver-side structured language in this example. It should be understoodthat operations described as being performed by a single device may,unless otherwise clear from context, be performed collectively bymultiple devices, which may form a distributed and/or virtual system.Additionally, the server 102 or another computing device can make thecontent available to other devices and in other services; this includesdistributing the content in any form, such as learning objective data,grammar data, vocabulary data, and other data used by or available tothe server 102. In some embodiments, the application programminginterface (API) 120 described below, or another API (e.g., arepresentational state transfer (“REST”) API) may be configured toenable or facilitate access to the content by another computing deviceor system. Thus, in disclosed embodiments, server 102 may run businesslogic, such as building the UI to be displayed on client 104, and theAPI may execute instances of data searches. In some embodiments, thedata may be retrieved from one or more API instances that include anadditional layer between the server 102 and the data store 110.

The server 102 typically will include an operating system that providesexecutable device logic for the general administration and operation ofthat server 102 and typically will include a computer-readable storagemedium (e.g., a hard disk, random access memory, read only memory, etc.)storing instructions that, when executed by a processor of the server,allow the server to perform its intended functions, including themethods steps disclosed herein. Suitable implementations for theoperating system and general functionality of the servers are known orcommercially available and are readily implemented by persons havingordinary skill in the art, particularly in light of the disclosure. Theenvironment, in one embodiment, is a distributed and/or virtualcomputing environment utilizing several computer systems and componentsthat are interconnected via communication links, using one or morecomputer networks or direct connections.

The device logic configures the processor, and thus the server 102, toperform the processes described herein. In some embodiments, the server102 may be a web server remote from other devices of the system 100 andcommunicating with such devices over the internet or another suitableelectronic network or combination of networks. The server 102 mayimplement all or a portion of a teacher development toolkit environmentoperated by a company; the portion of the teacher development toolkitenvironment operated by the server 102 may include hardware and/orsoftware modules that implement the teacher development toolkitenvironment and/or user interface generation techniques describedherein.

The server 102 may be in communication, such as via an appropriateelectronic communication network, with a client terminal 104 (alsoreferred to herein as a client) in control of a user operating theclient. The client 104 may be any suitable computing device, such as adesktop or tablet computer, smartphone or other mobile device, and thelike. Communications between the server 102 and the client 104 may beencrypted; a user of the client 104 may be required to provideauthentication credentials to use the client 104. The server 102 may beremote from the client 104 as described above, or the server 102 and theclient 104 may be the same computing device or discrete computingdevices physically connected to each other. In some embodiments, theserver 102 may be a teacher development toolkit environment serveroperating the entirety of the teacher development toolkit environment,and a plurality of clients 104 may access the server 102 to performteacher development toolkit functions related to the teacher developmenttoolkit environment and the like. In some embodiments, the server 102may be operated by a party other than the company, such as when theteacher development toolkit environment is implemented using third-partyservice provider software.

A network, as used herein, can include any appropriate network,including an intranet, the Internet, a cellular network, a local areanetwork, a satellite network or any other network and/or combinationthereof. Components used for such a system can depend at least in partupon the type of network and/or environment selected. Protocols andcomponents for communicating via such a network are well known and willnot be discussed in detail. Communication over the network can beenabled by wired or wireless connections and combinations thereof.

The server 102 may include or be in communication, via an electronicnetwork, with one or more data stores 110. Generally as used herein, adata store may be any repository of information that is or can be madefreely or securely accessible by the server 102. Suitable data storesinclude, without limitation: databases or database systems, which may bea local database, online database, desktop database, server-sidedatabase, relational database, hierarchical database, network database,object database, object-relational database, associative database,concept-oriented database, entity-attribute-value database,multi-dimensional database, semi-structured database, star schemadatabase, XML or JSON data object database, file, collection of files,spreadsheet, or other means of data storage located on a computer,client, server, or any other storage device known in the art ordeveloped in the future; file systems; and electronic files such as webpages, spreadsheets, and documents. Each of the data stores may betemporary or permanently implemented. In one embodiment, the server 102may access a data store 110 using an application programming interface(API) 120, described in more detail below.

A data store 110 may include information used in any teacher developmenttoolkit operation. The data store 110 can include several separate datatables, databases, data documents, dynamic data storage schemes and/orother data storage mechanisms and media for storing data relating to aparticular aspect of the present disclosure, including withoutlimitation the data structures and user interface data described herein.It should be understood that there can be many aspects that may need tobe stored in the data store 110, such as user, access rights, mapping,language score, learning objective, grammar, and/or vocabularyinformation, information derived via job processing of GSE related data,map/reduce, or other forms of generated intelligence about the GSE, asnon-limiting examples, which can be stored in any appropriate mechanismsin the data store 110. The data store 110 may be operable, through logicassociated therewith, to receive instructions from the server 102 andobtain, update, or otherwise process data in response thereto. Theserver 102 may provide static, dynamic or a combination of static anddynamic data in response to the received instructions. Dynamic data,such as data used in web logs (blogs), web or mobile applications andapplication interfaces, news services and other applications may begenerated by server-side structured languages as described or may beprovided by the teacher development toolkit environment or anothercontent management system (“CMS”) operating on, or under the control of,the server 102.

As illustrated, a data store 110 may include a plurality of data createdin accordance with the present disclosure. This plurality of data may bea database record or set of records, a file, a data stream, or anothersuitable stored data structure that includes one or more learningobjectives 150 or other data associated therewith. This data may includea score 152 (e.g., a GSE score) or another value serving as a qualityindicator, and may further include an audience 154, associated with eachlearning objective 150.

The learning objectives 150 may be obtained from a scoring methodology,such as the GSE, and therefore each may have a score 152 (e.g., on ascale of 10 to 90 for GSE) associated therewith. Furthermore, eachlearning objective 150 may identify an audience 154 to which itpertains. For example, the GSE framework of learning objectives isdivided into four audiences: young learners, Adult learners of GeneralEnglish, learners of academic English, and Learners of ProfessionalEnglish.

The various embodiments further can be implemented in a wide variety ofoperating environments, which in some cases can include one or more usercomputers, computing devices or processing devices that can be used tooperate any of a number of applications. User or client devices caninclude any of a number of general purpose personal computers, such asdesktop, laptop or tablet computers running a standard operating system,as well as cellular, wireless and handheld devices running mobilesoftware and capable of supporting a number of networking and messagingprotocols. Such a system also can include a number of workstationsrunning any of a variety of commercially available operating systems andother known applications for purposes such as development and databasemanagement. These devices also can include other electronic devices,such as dummy terminals, thin-clients, gaming systems and other devicescapable of communicating via a network. These devices also can includevirtual devices such as virtual machines, hypervisors and other virtualdevices capable of communicating via a network.

Various embodiments of the present disclosure utilize a network thatwould be familiar to those skilled in the art for supportingcommunications using any of a variety of commercially-availableprotocols, such as Transmission Control Protocol/Internet Protocol(“TCP/IP”), User Datagram Protocol (“UDP”), protocols operating invarious layers of the Open System Interconnection (“OSI”) model, FileTransfer Protocol (“FTP”), Universal Plug and Play (“UpnP”), NetworkFile System (“NFS”), Common Internet File System (“CIFS”) and AppleTalk.The network can be, for example, a local area network, a wide-areanetwork, a virtual private network, the Internet, an intranet, anextranet, a public switched telephone network, an infrared network, awireless network, a satellite network, and any combination thereof.

In embodiments utilizing a web server, the web server can run any of avariety of server or mid-tier applications, including Hypertext TransferProtocol (“HTTP”) servers, FTP servers, Common Gateway Interface (“CGP”)servers, data servers, Java servers, Apache servers, and businessapplication servers. The server(s) also may be capable of executingprograms or scripts in response to requests from user devices, such asby executing one or more web applications that may be implemented as oneor more scripts or programs written in any programming language, such asJava®, C, C# or C++, or any scripting language, such as Ruby, PHP, Perl,Python, JavaScript or TCL, as well as combinations thereof. Theserver(s) may also include database servers, including thosecommercially available from Oracle®, Microsoft®, Sybase®, cloudDNA®, andIBM® as well as open-source servers such as MySQL, Postgres, SQLite,MongoDB, and any other server capable of storing, retrieving, andaccessing structured or unstructured data, including those atthird-party service providers such as AMAZON, MICROSOFT AZURE, orGOOGLE. Database servers may include table-based servers, document-basedservers, unstructured servers, relational servers, non-relationalservers or combinations of these and/or other database servers.

The present systems can include a variety of data stores and othermemory and storage media as discussed above. These can reside in avariety of locations, such as on a storage medium local to (and/orresident in) one or more of the computers or remote from any or all ofthe computers across the network. In a particular set of embodiments,the information may reside in a storage-area network (“SAN”) familiar tothose skilled in the art. Similarly, any necessary files for performingthe functions attributed to the computers, servers or other networkdevices may be stored locally and/or remotely, as appropriate. Where asystem includes computerized devices, each such device can includehardware elements that may be electrically coupled via a bus, theelements including, for example, a central processing unit (“CPU” or“processor”), an input device (e.g., a mouse, keyboard, controller,touch screen or keypad), and an output device (e.g., a display device,printer or speaker). Such a system may also include one or more storagedevices, such as disk drives, optical storage devices and solid-statestorage devices such as random access memory (“RAM”) or read-only memory(“ROM”), as well as removable media devices, memory cards, flash cards,etc.

Such devices also can include a computer-readable storage media reader,a communications device (e.g., a modem, a wireless or wired networkcard, an infrared communication device, etc.), and working memory asdescribed above. The computer-readable storage media reader can beconnected with, or configured to receive, a computer-readable storagemedium, representing remote, local, fixed, and/or removable storagedevices as well as storage media for temporarily and/or more permanentlycontaining, storing, transmitting, and retrieving computer-readableinformation. The system and various devices also typically will includea number of software applications, modules, services, or other elementslocated within a working memory device, including an operating systemand application programs, such as a client application or web browser.It should be appreciated that alternate embodiments may have numerousvariations from that described above. For example, customized hardwaremight also be used and/or particular elements might be implemented inhardware, software (including portable software, such as applets) orboth. Further, connection to other computing devices such as networkinput/output devices may be employed.

Storage media and computer readable media for containing code, orportions of code, can include any appropriate media known or used in theart, including storage media and communication media, such as, volatileand non-volatile, removable and non-removable media implemented in anymethod or technology for storage and/or transmission of information suchas computer readable instructions, data structures, program modules orother data, including RAM, ROM, Electrically Erasable ProgrammableRead-Only Memory (“EEPROM”), flash memory or other memory technology,Compact Disc Read-Only Memory (“CD-ROM”), digital versatile disk (DVD)or other optical storage, magnetic cassettes, magnetic tape, magneticdisk storage or other magnetic storage devices or any other medium whichcan be used to store the desired information and which can be accessedby the system device. Based on the disclosure and teachings provided, aperson of ordinary skill in the art will appreciate other ways and/ormethods to implement the various embodiments.

FIG. 3 illustrates a method by which the server 102 may receive arequest from a software application (e.g., UIs seen in FIGS. 4-6),running on a client 104. In step 300, a user may request data from acorpus of data stored within data store 110. In some embodiments, thiscorpus of data may be generated, and the data within the data store 110populated, by any collaboration between system administrators, ELTauthors, language experts, lexicographers, linguists, or any othersubject matter experts in the subject matter of the requested learningobjectives, vocabulary, grammar, or any other requested data.

For example, the GSE values assigned to, and associated with, the GSEvalues given to each word meaning for vocabulary items are based onexisting research into vocabulary size. Most of this research isconcerned with comprehension (reading) rather than production (speakingand writing). Therefore the GSE values given ought to be used as anindication of the stage at which a particular word meaning should beunderstood by learners of English. The GSE values also show relativeimportance of vocabulary in language and are therefore helpful whenprioritizing vocabulary items within the same topic. In addition, theterms or phrases for each created data object may import data from adictionary database, such as the Longman Dictionary database, which isthen enriched with GSE data.

The system administrators, after consulting with subject matter experts,may input data used to generate structured data files that include thecontent to be stored within the corpus of data. Any means of inputtingthe data into the structured files may be used. For example, in someembodiments, XML, files may be generated from a UI presented to thesubject matter experts on a client computer, which may be rendered bythe server 102 and transmitted to the client 104 for display. The dataobjects for the learning objectives, vocabulary items, and/or grammarpoints, for example, may be input into the UI.

The UI may comprise UI controls allowing the system administrators toinput, for example, learning objectives data, vocabulary data, grammardata, scoring data (e.g., the GSE and/or CEFR score associated withinput data), dictionary data associated with the data (e.g., LongmanDictionary data used with vocabulary), the software associated with thedata (e.g., Teacher Toolkit, Learning Objectives Tab), etc. The clientcomputer may receive this input data, and either the client 104, or theserver 102 (after receiving the submitted data) may convert the datainto an XML file. In other embodiments, the subject matter experts maygenerate an XML file as a plain text file on the client 104, forexample.

In embodiments where the structured data files include XML files, thestructured data files may include one or more tags, according to aschema recognized by the disclosed system, for storing the data and/orother annotations associated with the stored data. Server 102 mayutilize the generated tags and/or annotations to index the stored dataaccording to an intended data usage, and/or to map the stored data toone or more additional data and/or software resources used within thedisclosed system (e.g., GSE scale).

For example, the subject matter experts may input learning objectivedata into a structured data file such as an XML file. The learningobjective data (possibly within a learning objective data object,<learningobjective></learningobjective>) may include: a title of thelearning objective (e.g., <title>Can understand simple descriptions ofpeople's appearance</title>); a GSE/CEFR score associated with thedata/learning objective (e.g.,<gsescore>30</gsescore><cefrscore>A2</cefrscore>); resources (e.g., PDFdocuments, website URLs) available for the learning objective (e.g.,<resource>learningobjective.pdf</resource><resource>www.pearson.com/learningobjective.html</resource>);an audience for which the data/learning objective is intended (e.g.,<audience>Academic Learner</audience>); a skill associated with thelearning objective (e.g., <skill>Reading</skill>); one or more softwareapplications to which the data should be mapped (e.g.,<application>Teacher Toolkit Learning Objective Tab</application>);additional database resources that the software application utilizes(e.g., <dbresource>GSE Scale Database</dbresource>; etc.

In another example, the subject matter experts may input vocabulary datainto a structured data file such as an XML file. The vocabulary data(possibly within a vocabulary data object, <vocabulary></vocabulary>)may include: a vocabulary item (e.g.,<vocabularyword>ball</vocabularyword>); a definition (e.g., <definition>a round object used in sports . . . </definition>); a GSE/CEFR scoreassociated with the data/vocabulary item (e.g.,<gsescore>30</gsescore><cefrscore>A2</cefrscore>); resources (e.g., PDFdocuments, website URLs) available for the vocabulary item (e.g.,<resource>vocabularylist.pdf</resource><resource>www.pearson.com/vocabulary.html</resource>);an audience for which the data/vocabulary item is intended (e.g.,<audience>Academic Learner</audience>); a topic associated with thevocabulary item (e.g., <topic>Sports, Hobbies, Interests</topic>); agrammatical category associated with the vocabulary item (e.g.,<grammaticalcategory>Noun</grammaticalcategory>); related collocationsassociated with the vocabulary item (e.g., <collocation>hit theball</collocation>); one or more software applications to which the datashould be mapped (e.g., <application>Teacher Toolkit VocabularyTab</application>); additional database resources that the softwareapplication utilizes (e.g., <dbresource>GSE ScaleDatabase</dbresource>); etc.

In another example, the subject matter experts may input grammar datainto a structured data file such as an XML file. The grammar data(possibly within a grammar data object, <grammar></grammar>) mayinclude: a grammatical category (e.g.,<principle>adjective</principle>); a GSE/CEFR score associated with thedata/grammatical principle (e.g.,<gsescore>30</gsescore><cefrscore>A2</cefrscore>); resources (e.g., PDFdocuments, website URLs) available for the grammatical principle (e.g.,<resource>grammarrules.pdf</resource><resource>www.pearson.com/grammar.html</resource>);an audience for which the data/grammar is intended (e.g.,<audience>Academic Learner</audience>); a grammatical categoryassociated with the grammar (e.g.,<grammaticalcategory>Adjective/Order</grammaticalcategory>); relatedkeywords associated with the grammatical principle (e.g.,<keyword>future perfect</keyword>); one or more software applications towhich the data should be mapped (e.g., <application>Teacher ToolkitGrammar Tab</application>); additional database resources that thesoftware application utilizes (e.g., <dbresource>GSE ScaleDatabase</dbresource>); etc.

Server 102 may utilize any combination of artificial intelligence (e.g.,machine learning) and/or software instructions stored in memory andincluding device logic created and maintained by system designers oradministrators to analyze the data records generated from the structureddata files, and apply the device logic to execute a web crawl ofmultiple websites and/or web pages on the Internet. Using the machinelearning and/or device logic, the server 102 may analyze the languagefrom the crawled websites/web pages (e.g., meaning and frequency ofvocabulary items, how are people searching for the data) and perform adata extraction to automatically generate additional structured datafiles, according to the data from previously created structured datafiles stored in the data store, including, for example, tags/annotationsfor learning objectives, vocabulary items, grammar, scoring (e.g.,positively tying the crawled data to GSE learning objectives or levels),data or software resources, etc., associated with the extracted data.

Once received from the subject matter experts, or automaticallygenerated by the server 102 following data extraction from the webcrawl, the server 102 may transmit each of the generated structureddata/XML files to a different subject matter expert than the originalsubject matter expert that generated the structured data file (e.g., theserver transmits an XML file generated by a lexicographer to a teacherwho will be using the data), in order to clarify the data. As above, thereceiving user may access a UI on a client computer, which may displaythe learning objective, grammar and/or vocabulary data and theassociated GSE/CEFR scores associated with the data, and/or any otherannotations tagged within the XML file, and make the necessarycorrections to the structured data file using UI controls for each ofthe tags/annotations, or may edit the structured data file directly.

The data within the online searchable database described below, maytherefore comprise a reference developed over a number of years incollaboration with teachers, ELT authors, lexicographers, and/orlanguage experts from around the world. The research from thiscollaboration may be ongoing so that any additional data, includingfeedback on the GSE values, may be constantly collected from teachersand language experts to validate the GSE values for the associatedlearning objectives, grammar, and/or vocabulary. After reviewing thestructured data files containing the data objects, the second-levelsubject matter expert may then transmit the structured data file(possibly by selecting a submit button on the UI) to the server 102.

The server 102 may receive the submitted structured data file andautomatically import the data within the tags/annotations in thereceived file into one or more databases within the data store 110. Asseen in FIG. 3, the data store 110 may include data objects, such as thelearning objectives 150, vocabulary items 158, and/or grammar rulesdefining grammar 156. Additional data objects may be stored in the sameor different databases within the data store 110, including, asnon-limiting examples, software, reference, logic rules and/or mappingresources such as: learning scales (e.g., the GSE and/or CEFR scales);reference dictionaries such as the Longman Dictionary; and/or PDF orother online documentation for learning objectives and/or relatedvocabulary or grammar data. The databases may also include additionaldata objects mapping these various resources to each other and to theclient software applications that access them.

Server 102 may access a front end database interface, accessing anycombination of No-SQL and/or relational databases, and insert thestructured data file data objects (e.g., from the <learningobjective>,<vocabulary>, and/or <grammar>data objects in an XML file) into datarecords within the data store 110. For example: each learning objectivedata object may be input as one or more learning objective data recordsinto one or more learning objective data tables within a learningobjectives database 150. Each learning objective data record may includedata fields for a unique identifier identifying the data object, and mayinclude or reference data fields, data records, and/or databases for thetitle, description, GSE/CEFR score, audience, skill/topic, grammaticalcategory, software application, etc. associated with the learning object150.

Similarly, each vocabulary data object may be input as one or morevocabulary data records into one or more vocabulary data tables within avocabulary database 158. Each vocabulary data record may include datafields for a unique identifier identifying the data object, and mayinclude or reference data fields or data records for the vocabularyitem, definition, GSE/CEFR score, audience, topic, grammatical category,dictionary, software application, etc. associated with the vocabularydata 158.

Similarly, each grammar data object may be input as one or more grammardata records into one or more grammar data tables within a grammardatabase 156. Each grammar data record may include data fields for aunique identifier identifying the data object, and may include orreference data fields or data records for the grammar point, grammaticalcategory, GSE/CEFR score, audience, software application, etc.associated with the grammar data 156.

In the non-limiting example embodiment seen in FIG. 1, the data utilizedby the disclosed system may include databases 110 for the organizationoperating the disclosed system, but may further include data withinadditional external 3rd party data stores 112, which may storeadditional data objects, and indexes and/or mappings defining therelationships between the data objects and resources, as describedbelow. In other words, all of the mapped objects in the disclosed system(e.g., proficiency scores, learning objectives, grammar, vocabulary dataresources, mappings, etc.) do not need to originate or be stored in datastore 110. Other objects may be referred to in other systems or datastores 112, possibly using a uniform resource identifier (URI), or arequest through Semantic Web relationships, or a request for a webservice via an RPC to an API, as non-limiting examples.

Returning now to step 300 in FIG. 3, the request received from theclient application may be a request to access specific data in the datastore 110, disclosed above. In order to maximize efficiencies forlocating the data within the data store 110, the data objects, as wellas all associated system resources and associated client applications,may be indexed within a mapping database.

In some embodiments, third party technologies may be used to index thedata. As a non-limiting example, ELASTICSEARCH technology may be used tocreate a high performance environment capable of indexing the dataobjects according to the server's 102 analysis the received structureddata tags and/or data fields for each data object, in order to expose tothe API described below, the relationships between the data sources, theavailable resources, the client applications, and the intendedutilization of these assets.

As non-limiting examples, the mapping database may include a languagescore data table including one or more language score data records, eachwith a unique identifier, and defining the various levels or scoreranges in the GSE/CEFR. The mapping database may also include adictionary data table including one or more dictionary data records,each with a unique identifier, and including vocabulary items,definitions, grammatical categories, collocations, etc. associated withthe vocabulary item. The mapping database may also include a grammarreference data table including one or more grammar data records, eachwith a unique identifier, and including grammar rules, principles,references, etc. associated with each grammar rule/principle. Themapping database may also include a client application data tableincluding one or more client application data records, each with aunique identifier, and including identification of client applicationsthat may request the data objects or other resources within the datastore 110.

The mapping database may further map each data object to the index forone or more additional data objects, and/or to one or more of the assetsor resources listed above. For example, additional data fields withinthe mapping database may reference indexes referencing other datarecords, tables, or databases, in order to map the data recordcontaining the data field to the resources needed for the request (e.g.,vocabulary data objects mapped to Longman Dictionary data records mappedto GSE scores).

In some embodiments, the request in step 300 of FIG. 3 may include arequest for the server to execute an RPC to be executed by an APIrunning on the server 102, as a requested web service, on behalf of therequesting client application (e.g., Pearson's GSE TEACHER TOOLKIT, GSEADMIN TOOL, VIRTUAL PLS, etc.). Thus, in some embodiments, the API maybe a single point of entry to any client applications, and RPCs maydefine a separate search functionality to meet the needs of each ofthese client applications. Therefore RPCs for each client applicationmay be created/generated, and the mapping database may map the API callsto various data objects and/or assets within the system.

The request in step 300 of FIG. 3 may be routed through the network tothe API, and the server 102 may identify the requesting clientapplication and execute the associated RPC/web service function. The APImay identify the data objects and other assets required by therequesting application according to the relationships between the dataobjects and assets exposed to the API in the mapping database (e.g., therelationships between the data records for assets associated in themapping database with the interfaces displayed within the tabs of theTeacher Toolkit, the language score data, the dictionary data associatedwith vocabulary data, the mapping data, etc.).

The API may analyze and utilize unique domain knowledge to createrelationships between the GSE scale/learning objectives and data objectsstored in the database. These relationships may be identified throughthe indexing of data objects available through the API, as described inmore detail below. Such indexing may utilize ELASTICSEARCH technology toindex all data objects and identify the relationships. In the disclosedembodiment, a relationship may be created between the GSE scale anddictionary words, and both new indexes may be built in ELASTICSEARCH andnew API calls to support searching vocabulary. This allows a mappingbetween learning objectives and data objects. The API may therefore usethe unique domain knowledge and relationships and deliver data unique tothe domain knowledge of the relationships between the GSE scale/learningobjectives and the data objects stored in the database.

The relationships may evolve over time as additional GSE relatedsoftware and other tools are introduced, which utilize the intelligencegained from the stored data and relationships to expose additional GSEintelligence through the API. This may include data about the use of theGSE, the object relationships, and learners' progress within the GSE(i.e., records of an individual's progress within the GSE) generated byproprietary or specifically defined jobs/processes.

It should be noted that the search does not depend on the disclosed UI.The API alone may execute a similar search and return a result set.While the UI guides and helps the user to make a good search that issupported by the API, additional tools may be used to form a search. AnyUI capable of creating a supported API call may be used. IN this way,the data behind the application may be obtained by any authorized Webpage (e.g., authorization via pre-arranged appID and secret-basedauthentication).

A non-limiting example demonstrates the progression of the requestthrough the disclosed system: The server may receive the request for alearning objective in step 300, which may identify the requesting clientapplication and an RPC to be executed on the server 102. The RPC may beconfigured to access one or more mapping data records within the mappingdatabase, and use the indexing of the data objects and assets todetermine that the request will require access to the GSE/CEFR scoredatabase 152, and that the request further requires access to thevocabulary 158 and grammar 156 data objects within the appropriatedatabases. The vocabulary data objects 158 required by the request mayfurther require access to refreshed data imported from the dictionarydatabase to retrieve the necessary vocabulary, definition, grammaticalcategory, collocations, etc. Using the indexing within each of thesedatabases, the API 120 may access the data objects and other assetsneeded to generate the results for the request.

FIG. 3 illustrates a method by which the server 102 may receive arequest for data objects from a client application UI, access the APImapping the request to the indexed data objects or other assets orresources, query the associated data store 110 or other resource, andgenerate a list of returned data objects and the means to access them.The user providing the user input/request may be using the client 104 oranother suitable input device having a connection to the server 102. Theserver 102 may render and transmit a UI to the client 104, which theclient 104 then displays to the user. The UI may enable the user to viewdata sent to the client 104 by the server 102, and to enter user inputthat the client 104 transmits to the server 102, according to themethod.

A non-limiting example may help to demonstrate the method steps andsoftware modules, executed in the environment described above andcollectively known as the GSE Teacher Toolkit, demonstrated in FIGS.1-6. The GSE Teacher Toolkit may be useful, for example, for teacherswhen planning a curriculum, lesson or assessment (e.g., creating adminreports and giving feedback to students and parents), by checkingexactly what students should be learning at each GSE/CEFR level. Asnoted above, system users (e.g., teachers), may desire online access tospecific learning objectives, vocabulary terms, and/or grammarreferences, according to the audience and rating of the learningobjectives, rather than having to sort through/click on several webpages of PDF file lists, for example.

Returning to FIG. 3, at step 300, the user submits a request via aclient application running on client 104 (e.g., the Learning Objectives,Vocabulary, and/or Grammar tabs within the disclosed Teacher Toolkitsoftware), which transmits the request, including search parameters forthe request, the requested data objects, and the requesting applicationto the server 102, which receives and decodes the request. In step 310,the server identifies one or more data stores 110 or other resourcesneeded by the requesting client application to complete the request. Instep 320, the server 102 queries the data store(s) 110 to select andretrieve the requested data objects, such as data records within datatables within the databases 110. In step 340, server 102 renders a list(possibly within a UI control displaying data fields within datarecords), displaying data from the data objects, and in step 350, theserver 102 transmits the list to the client 104 for display. In someembodiments, server 102 tracks every search made via the UI, andanalyzes this data in order to improve results, quality of content, andsite functionality.

In some non-limiting example embodiments, such as those seen in FIGS.4-6, the client application may include a web-based search for aspecific learning objective, vocabulary term or phrase and/or grammarreference or point. In these embodiments, the user input transmitted tothe server at step 300 may include search criteria associated with theclient application, such as, for example, a range of language competencyscores, a selection of or an audience, a topic or skill, a grammaticalcategory, or one or more keywords or phrases associated with thelearning objective, the vocabulary item, and/or the grammar point.

To generate the search criteria in the requested search, teachers mayaccess a website/web page (e.g., Pearson's GSE Teacher Toolkit website,available online), which may include a UI search tool such as that seenin FIGS. 4-6 and described below. Server 102 may access and run one ormore software modules configured to render and transmit, to client 104for display, the user interface for accessing the search functionality.As seen in these FIGS. 4-6, the rendered and displayed UI may include aseries of links or tabs, allowing a user to access software modules forsearching, for example, learning objectives, vocabulary items, and/orgrammar points. The Learning Objectives tab may allow the user to searchLearning Objectives by learner type, skill or CEFR/GSE level. TheGrammar Objectives tab may allow the user to search Grammar Objectivesby grammatical category, structure or CEFR/GSE level. The vocabularyitem meanings tab may allow the user to search vocabulary item meaningsby topic, grammatical category or CEFR/GSE level.

The learning objective tab may include a topic and/or professionallearning objective to be covered by and associated with the learningobjective (e.g., email communication, listening as part of an audience,etc.), grammar or vocabulary principles associated with the learningobjective (e.g., adjective usage), and/or keywords within the learningobjective (e.g., email, ball). The vocabulary search may effectively bea dictionary database that the user can search by topic or token, witheach word having been assigned a level according to the GSE. In otherwords, the user may search for topics and find the vocabulary that'srelevant at a certain GSE/CEFR learning level. The returned words may bein the form of a list, which may be limited to a specific number ofwords or phrases (e.g., 50). However, as noted above, the results mayinclude a QR code enabling the user to share the full list with others.The grammar search may include a search for available PDF filesaccording to grammatical category, level, and a number of grammaticalareas and sub areas. For example, the teacher may want to teach a classabout present perfect as a grammar point. The teacher may search thedatabase for present perfect and the search result may return multipleprinciple documents that are all about that topic, which the user maydownload.

After accessing the desired software application, the user may navigateto the search UI using the appropriate website, link, tab, etc. Eachsearch UI may include one or more UI controls. In this example, theteacher may select specific search criteria within the UI, and submitthe search. As non-limiting examples, these search criteria for learningobjectives, vocabulary, and/or grammar may include a learning level theteacher desires (e.g., a GSE/CEFR scale slider UI control), an audience,a topic or skill, and one or more keywords associated with the search.Although the non-limiting examples in FIGS. 4-6 demonstrate specificcombinations of these UI controls, any combinations of these UI controlsmay be used within any embodiment disclosed herein.

Returning now to FIGS. 4-6, various disclosed embodiments may share UIcontrols with common features for receiving user input, specifically thesearch criteria input by the user using the UI controls. As anon-limiting example, a teacher may wish to identify a range of scoresfor the GSE/CEFR level associated with the learning objectives,vocabulary items, and/or grammar points that the user wants to search.The user may select a specific range representing the ability level forthe learning objectives, vocabulary items, and/or grammar points thatthey would like to search, or may leave the default setting to searchacross all ability levels. In the embodiments demonstrated in FIGS. 4-6,the slider UI control may display both the CEFR on top of the slider UIcontrol, as well as the GSE on the bottom of the slider UI control,providing the user with a fast and easy way to visualize the desiredability levels for available information.

Another non-limiting example of common UI controls in FIGS. 4-6 includesa UI control for defining an appropriate audience or specific group forthe requested resources used in the lesson plans. In the non-limitingexamples demonstrated in FIGS. 4-6, the UI control may include adropdown menu, allowing the user to select from Adult Learners ofGeneral English, Learners of Academic English, Learners of ProfessionalEnglish and Young Learners (aged 6-14).

Another common UI control may include a specific skill or a topic theuser is interested in teaching. In the non-limiting example demonstratedin FIG. 4, the UI control may include a dropdown menu for the skillreflected by the learning objectives the user would like to teach,allowing the user to select from skills such as Reading, Writing,Listening, Speaking. In some embodiments, the user may select multipleskills, or leave that UI control blank, in which case the softwaremodules would search all available skills within the data objects andother available resources.

In the non-limiting example demonstrated in FIG. 5, the UI control mayinclude a dropdown menu for a topic that demonstrates the vocabularyitem or phrase that the user wants to teach. With any dropdown menudisclosed herein, the selection of any menu item may trigger a sub-menuto be displayed, which the user may select to define specific searchcriteria that the user wants to be included in the search of theavailable data objects and/or resources. For example the menu mayinclude the topics: body and health; business industry and the economy;clothes; fashion and beauty; countries; cities; towns and public places;etc. If the user selects the topic body and health, a sub-menu mayappear including medicine and medical treatment; death and stages oflife, etc., and if the medicine and medical treatment is selected,another dropdown menu, or a sliding menu may present the user with theadditional topics branches of medicine, healthcare workers, places formedical treatment, treatments and medicines, for example.

Another common UI control may include a grammatical category the user isinterested in teaching in association with a vocabulary item orgrammatical point, for example. In the non-limiting example demonstratedin FIG. 5, the UI control may include a dropdown menu for thegrammatical category associated with the vocabulary item (or possiblywith a grammatical point in FIG. 6) the user would like to teach. Insome embodiments, the user may select multiple grammatical categories,or leave that UI control blank, in which case the software modules wouldsearch all available grammatical categories within the data objects andother available resources.

In the non-limiting example demonstrated in FIG. 5, the UI control mayinclude a dropdown menu for grammatical category that demonstrates thegrammar point associated with the vocabulary term or phrase that theuser wants to teach. As with any dropdown menu disclosed herein, theselection of any menu item may trigger a sub-menu to be displayed, whichthe user may select to define specific search criteria that the userwants to be included in the search of the available data objects and/orresources. For example the grammar search may include a specificgrammatical category the user is looking for, e.g., Adjectives andAdverbs, Clauses, Conjunctions, Determiners, Modal Verb, Noun, PhrasalVerb, Phrase, Preposition, etc. If the user selects Adjectives andAdverbs, the user may be presented with a submenu of Comparison,Formation, Order, Position, etc.

Another non-limiting example of common UI controls in FIGS. 4-6 includesa UI control for the user to input an open-search. This receives aspecific search term or phrase from the user within the text box orfield. For example, on the Learning Objectives web page, if the userwants to see all the GSE Learning Objectives about emails, the usertypes ‘email’ into the box. On the Vocabulary web page, if the userwants to find the CEFR/GSE level for the different meanings of the word‘ball’ then the user types ‘ball’ in the text field. On the Grammar webpage, if the user wants to see GSE Learning Objectives about the futureperfect tense, the user types ‘future perfect’ into the box. The usermay include Boolean search terms (AND, OR, “ . . . ”, NOT) in the textfield to create advanced searches. For example, for Learning Objectives,the user may input ‘email OR letter’ and for Grammar, the user may input‘irregular AND superlative.’ For Vocabulary, a user may input ‘ball’ toget an exact match, rather than all words starting with the letters‘ball’ such as ‘ballroom’ or ‘ballerina.’

As an example of the use of these available search criteria, a user maywant to generate and teach a lesson describing the appearance of aperson's hair. The user may select the Learning Objectives and/orVocabulary links or tabs. Within the web page navigated to from theselinks or tabs, the user may input data into the UI controls. Forexample, the user may select or input keywords/phrases indicating thatthey want to teach a person's appearance or hair as the topic. The usermay then adjust the slider to reflect a lower GSE/CEFR score, where theserver would generate and display a list of search results includingdata objects for teaching the concepts of short/long, straight/curly,brown/black/blonde, etc. If the user adjusted the slider to reflect ahigher level (e.g., CEFR B2), the vocabulary may include more advanceterms, such as permed, ginger, fringe, sideburns, pigtail, etc.

A final non-limiting example of common UI controls in FIGS. 4-6 includesa submit button allowing the user to submit their search to the server102. By selecting the submit button, the client computer submits all ofthe input search criteria from the UI, including the client applicationrequesting the data objects and other resources, to the server computer,to find the results.

The server 102 may execute a database query to identify the data objectsand other resources requested, generate a result list for these dataobjects and/or resources, and transmit the result list to the clientcomputer for display on the UI.

The queried items within the database may include the learningobjectives, vocabulary, and/or grammar data objects input into, andindexed within, the database 110 as disclosed above. For example, asseen in FIG. 2, the database 110 may store a number of learningobjectives 150, grammar objectives 156, and vocabulary objectives 158.

The data objects for the learning objectives 150 (also known as “can dostatements”) may be developed and rated for a number of differentaudiences 154. These audiences may include general Adult learners ofGeneral English, young Learners, professionals, learners of professionalEnglish, and learners of academic English. These learning objectives foreach of the different audiences may be stored as downloadable documents(e.g., PDFs) made available on the UI. The server may receive a requestfor these documents, and transmit the learning objectives 150, asdownloadable documents, to the client computer 104.

The data objects for the vocabulary objectives 158 may also be developedand rated for a number of different audiences 154. These audiences mayinclude Adult learners of general English, young learners,professionals, learners of Professional English, and learners ofAcademic English. The vocabulary objectives 158 for each of thedifferent audiences may also be stored as downloadable documents (e.g.,PDFs) made available on the UI. The server may receive a request forthese documents, and transmit the vocabulary items 158, as downloadabledocuments, to the client computer 104.

The data objects for the vocabulary objectives 158 may further includeword definitions, including different definitions of the same word,according to semantic tags for each word in the database. Each separatedefinition of each vocabulary item may be associated in the data store110 with its own learning level. For example, a ball associated withsports, may be associated with a GSE score of 18, while a ball referringto a formal social event may be associated with a much higher GSE scoreof 64. Each separate definition may further be associated in the datastore with collocations associated with that word.

Collocations may include words that frequently go together with thesearch term, so that the user is able to teach, and the student is ableto learn an entire phrase around the defined word, not just theindividual words themselves. Learners of English need this informationsince it cannot always be translated directly from their first language.For example, a person may refer to ‘broad shoulders’ rather than ‘wideshoulders,’ but may refer to ‘wide hips’ rather than ‘broad hips.’ Inthis example, both ‘broad’ and ‘wide’ may have the same translation inother languages. As the results are displayed to the user, the user mayalso access the collocations associated with the each defined term.

As noted above, the server 102 may be running an API 120. In theseembodiments, the submission of the search criteria may be sent directlyto the API for processing. On receiving and decoding the transmission ofthe search criteria, the server 102 may access the API 120, and accessand execute an RPC configured to map the requesting client softwareapplication and the request parameters/input to the appropriatedatabases within the data store 110, according to the index data withinthe data store 110.

As the server 102 executes the database query, the received searchcriteria may be incorporated into the query. The query may be executedwithin each of the databases, or other data stores 110, required forexecuting the query according to the indexes mapping the clientapplication to the RPC, and the request from the client application tothe at least one database.

The server 102 may query the database for the results, and identify howmany results were found. To accomplish this, the Server 102 may accessthe database to identify learning objectives 150, grammar objectives 156and/or vocabulary 158 matching the input parameters. The server may thenrender a results list, possibly within a UI control for displaying theresults list on the UI. The results may include the data objectsreturned from the database query, such as the learning objectives 150,the vocabulary items or data 158, and/or the grammar references orprinciples returned from the data query 156.

The UI control for the query results may include a heading displayingthe number of results found. The server 102 may then render, within theUI control for displaying the results, the data from the data fields foreach of the results. For example, a learning objective result may selectthe learning objective, skill, GSE score and CEFR level from each datarecord matching the query, and generate a table of each search result,similar to that seen in FIG. 4. In some embodiments, not shown in FIG.4, additional links may be generated, to one or more related vocabularyitems or grammar points (or any resources associated with theresults—e.g., vocabulary/grammar related to or required to understandthe learning objective that match the search criteria originallysubmitted).

In some embodiments, the search results may be ordered from a lowestlearning score to a highest learning GSE value to a highest GSE value.The search results may then be reordered according to any searchcriteria and/or displayed results, according to a selection by the user.

The results may then be displayed, possibly in table format, on UI onthe client computer. In addition to the content described above, the UImay include page numbering to move between pages of results. The defaultorder may be according to the GSE/CEFR level, from lowest to highest, sothat the teacher's lesson plans progress from the least complicatedconcepts to the most complicated. However, the user may order theresults any way they prefer by clicking on the header in the top of eachcolumn representing the returned data fields.

For vocabulary results, for example, the results may include vocabularyterms and definitions. To display the definition of each word, the usermay hover over the word. Each meaning of each resulting word may alsodisplay a GSE/CEFR value. For example, ‘ball—a round object that youthrow, hit, or kick in a game or sport’ is introduced early on and givena GSE value of 18, whereas ‘ball’ meaning ‘the rounded part at the baseof the toes or at the base of the thumb’ is much higher and given a GSEvalue of 74. The user may also click on a displayed down arrow for eachof the resulting vocabulary items to reveal additional information,including definitions, examples and collocations (ordered from mostfrequent to least frequent collocations, possibly included limitationson the lists of available collocations). An up arrow may also beprovided to hide the information. This functionality may also apply tolearning objectives and grammar.

In some embodiments, the user may save and/or print the search results.For example, the search may be saved, so that once the user completes asearch, they can save it, so that it can be repeated without goingthrough the mechanics of entering all the search criteria into the UIagain. The user may also send the search results to another user,possibly including a URL for the search, where it can also be repeatedwithout inputting search criteria.

The user may also print the search results, possibly including a listfrom the search. In some embodiments, these results may be exported intoan electronic document, such as a PDF document. In some embodiments,these results may be limited (e.g., 50 results maximum) to avoid theuser downloading the entire database. In some embodiments, the printingmay include a QR code, allowing the user to scan the printed resultsinto an electronic device, such as a cell phone running an app, andreproduce the search without having to access the UI and inputting thesearch criteria. In some embodiments, these results may be transmitted(downloaded) directly to the user's cell phone.

In some embodiments, the server may organize the results into a specificlesson plan for the teacher, and the user may use the related/associatedlinks within the results to organize the lesson plan accordingly. Theuser may then download all materials, possibly in electronic documentform, as a unit of teaching. These downloaded materials may then be usedfor teaching offline.

In some embodiments, the lesson plans may be personalized for eachteacher. For example, a teacher may log into the disclosed system usingspecific authentication credentials. Once logged in, the teacher may beable to save their favorite searches and create lesson plans asdisclosed above, and these searches and lesson plans may be associatedwith the teacher's user account stored in the database 110.

Similarly, the disclosed system, and/or the students of users of thedisclosed system, may also create personalized courses. For example, astudent may select multiple learning objectives that the student wantsto focus on, which may include particular goals. Based on thesepractical goals, the server 102 may generate a sequential list oflearning objectives together, providing the student with a 20-hourcourse, a 30-hour course, etc.

As noted above, some embodiments may specify an appropriate age forusers and/or users' students according to a number of differentparameters. For example, as text to be input, the server 102 maydetermine which K-12 grade or GSE/CEFR level that the input text isappropriate for. In some embodiments, difficult words for theappropriate level may be highlighted.

In some embodiments, the data objects may be designated as free or paidcontent. In these embodiments, users may access the free content, butthe free content may be used to upsell the user to paid content,possibly via advertisements and/or links to the paid content. In someembodiments, social interaction between tool users may occur and betracked. As non-limiting examples, such social interaction may include‘likes,’ comments, ratings, etc. that help other users find valuable anduseful results. The UI may be altered in these embodiments to includesocial elements, and the disclosed system may then use the datacollected to drive the types and ordering of results.

What is claimed is:
 1. A system comprising a server, comprising acomputing device coupled to a network and including at least oneprocessor executing instructions within a memory which, when executedcause the system to: receive, from a first Graphical User Interface(GUI) on a first client device, a first user input comprising: alearning objective content associated with a learning curriculum,lesson, or assessment; and a plurality of value pairs defining: anintended audience for the learning objective content; a skill to betaught and assessed in association with the learning objective content;a learning scale score or range of scores measuring a proficiencyassociated with the skill, and indicating a stage at which a learningobjective should be understood by a learner; and a client softwareapplication associated with the learning objective content and theplurality of value pairs; automatically convert the plurality of datapairs into at least one database record; store the learning objectivecontent within a repository of electronic content in association withthe at least one database record; generate an index, creating a mapwithin the network to the learning objective content, the value pairs,and at least one data dictionary comprising at least one additionalresource associated with the learning objective content; receive, from asecond GUI on a second client device, a second user input comprising arequest including a selection matching the intended audience, the skill,and the learning scale score or range; identify a client applicationfrom which the request was received; generate a Remote Procedure Call(RPC) customized to the client application; route the RPC as a requestto an Application Programming Interface (API); execute, by the APIaccording to the index, a database command: selecting the learningobjective content from the database, ranked according to the learningscale score or range; and accessing the data dictionary; render, on thesecond GUI, a user interface control comprising at least one quickresponse (QR) code storing: at least one list item including a link toaccess the learning objective content; and at least one instruction forrecreating the request.
 2. The system of claim 1, further comprising: atopic associated with an objective, a vocabulary item, or a grammarpoint; a selection of a range of language competency scores; theaudience for the objective, the vocabulary item, or the grammar point;and a request to generate a list, within the selected range andappropriate for the audience, of the objective, the vocabulary item, orthe grammar point.
 3. A system comprising: a server, comprising acomputing device coupled to a network and including at least oneprocessor executing instructions within a memory which, when executedcause the system to: receive, from a first Graphical User Interface(GUI) on a first client device, a first user input comprising: alearning objective content associated with a learning curriculum,lesson, or assessment; and a plurality of value pairs defining: anintended audience for the learning objective content, a skill to betaught and assessed in association with the learning objective content;and a learning scale score or range of scores measuring a proficiencyassociated with the skill, and indicating a stage at which a learningobjective should be understood by a learner; automatically convert theplurality of data pairs into at least one database record; store thelearning objective content within a repository of electronic content inassociation with the at least one database record; generate an index,creating a map within the network to the learning objective content, thevalue pairs, and at least one data dictionary comprising at least oneadditional resource associated with the learning objective content;receive, from a second GUI on a second client device, a second userinput comprising a request including a selection matching the intendedaudience, the skill, and the learning scale score or range identify aclient application from which the request was received; generate aRemote Procedure Call (RPC) customized to the client application; routethe RPC as a request to an Application Programming Interface (API);execute, by the API according to the index, a database command:selecting the learning objective content from the database, rankedaccording to the learning scale score or range; and accessing the datadictionary; and render, on the second GUI, a user interface controlcomprising at least one quick response (QR) code storing: at least onelist item including a link to access the learning objective content; andat least one instruction for recreating the request; and an applicationprogramming interface (API) executing the instructions.
 4. The system ofclaim 3, wherein an objective, a grammar point, or a vocabulary item arestored as at least one data record in the database.
 5. The system ofclaim 4, wherein the at least one data record is indexed for mapping:the client application to the RPC; and the request from the clientapplication to the database.
 6. The system of claim 4, wherein the atleast one data record is inserted into the database from the pluralityof value pairs comprising an extensible markup language (XML) file, aJavaScript Object Notation (JSON) object or a comma-delimited text file:input by a data entry user and confirmed by a second data entry user; orgenerated from a data extraction during a web crawl, using artificialintelligence according to input from the data entry user and the seconddata entry user.
 7. The system of claim 3, wherein at least oneparameter for configuring the RPC is stored within a mapping database.8. The system of claim 7, wherein the mapping database includes at leastone data record mapping a plurality of client applications to at leastone database utilized by each of the plurality of the clientapplications.
 9. The system of claim 3, wherein the at least one listitem comprises an objective, at least one skill associated with theobjective, and a score within a range of language competency scores. 10.The system of claim 3, wherein the at least one list item comprises agrammar point and a score within a range of language competency scores.11. The system of claim 3, wherein the at least one list item comprisesa vocabulary item, a context in which the vocabulary item is used, apart of speech associated with the vocabulary item, and a score within arange of language competency scores.
 12. A method comprising the stepsof: receiving, by a server comprising a computing device coupled to anetwork and including at least one processor executing instructionswithin a memory, from a first Graphical User Interface (GUI) on a firstclient device, a first user input, comprising: a learning objectivecontent; and a plurality of value pairs defining: an intended audiencefor the learning objective content; a skill to be taught and assessed inassociation with the learning objective content; a learning scale scoreor range of scores measuring a proficiency associated with the skill,and indicating a stage at which a learning objective should beunderstood by a learner; automatically converting, by the server, theplurality of data pairs into at least one database record; storing, bythe server, the learning objective content within a repository ofelectronic content in association with the at least one database record;generating, by the server, an index, creating a map within the networkto the learning objective content, the value pairs, and at least onedata dictionary comprising at least one additional resource associatedwith the learning objective content; receiving, by the server, from asecond GUI on a second client device, a second user input comprising arequest including a selection matching the intended audience, the skill,and the learning scale score or range identifying, by the server, aclient application from which the request was received; generating, bythe server, a Remote Procedure Call (RPC) customized to the clientapplication; routing, by the server, the RPC as a request to anApplication Programming Interface (API); executing, by the API accordingto the index, a database command: selecting the learning objectivecontent from the database, ranked according to the learning scale scoreor range; and accessing the data dictionary; and rendering, by theserver on the second GUI, a user interface control comprising at leastone quick response (QR) code storing: at least one list item including alink to access the learning objective content; and at least oneinstruction for recreating the request.
 13. The method of claim 12,further comprising the step of storing, by the server, an objective, agrammar point, or a vocabulary item as at least one data record in thedatabase.
 14. The method of claim 13, further comprising the step ofindexing, by the server, the least one data record for mapping: theclient application to the RPC; and the request from the clientapplication to the database.
 15. The method of claim 13, furthercomprising the step of inserting, by the server, the at least one datarecord into the database from the plurality of value pairs comprising anextensible markup language (XML) file, a JavaScript Object Notation(JSON) object, or a comma-delimited text file: input by a data entryuser and confirmed by a second data entry user; or generated from a dataextraction during a web crawl, using artificial intelligence accordingto input from the data entry user and the second data entry user. 16.The method of claim 12, further comprising the step of storing, by theserver, within a mapping database, at least one parameter forconfiguring the RPC.
 17. The method of claim 16, wherein the mappingdatabase includes at least one data record mapping a plurality of clientapplications to at least one database utilized by each of the pluralityof the client applications.
 18. The method of claim 12, wherein the atleast one list item comprises an objective, at least one skillassociated with the objective, and a score within the range of languagecompetency scores.
 19. The method of claim 12, wherein the at least onelist item comprises a grammar point and a score within a range oflanguage competency scores.
 20. The method of claim 12, wherein the atleast one list item comprises a vocabulary item, a context in which thevocabulary item is used, a part of speech associated with the vocabularyitem, and a score within a range of language competency scores.